
A Manual 



Primary Lessons, 



JANE P. BUTTRIGK, 

ST3TC NOmSL SND TRAINING SCHOOL, 

POTSDAM, N. Y. 



POTSDfln. N. V. 
Elliot Pay & Sons, Printers. 



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PRIHARY LESSONS. 



J/INB P. BLITTRIGK, 

ST7YTE MORriAL ZXND TRAINING SCHOOL, 

POTSDAM, N. Y. 



POTSDAH, N. Y. 

Elliot Eciv & Sons, Printers. 

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Copyright, 1898, 
By JANE F. BUTTRICK. 




PRIMARY READING. 



In the following notes on primary reading, the word-sentence system, 
with the phonic as an aid, is assumed to be the one best adapted to secure 
the most desirable results. The mode of presentation followed facilitates 
intelligent reading by overcoming the ditiiculties encountered in the form 
of unfamiliar words, with their meanings, leaving the mind free to follow 
the thought. 

The object in view is to present in the simplest possible language, plain, 
concise directions for teaching primary reading. The importance of sup- 
plementary reading is recognized and a list of books adapted to different 
grades is given. This list includes books valuable for regular class work. 

In the selection of a first reader, consider the number of new words given 
and the frequency of their repetition; also the kind and variety of exercises 
introduced and tlie literary excellence of the reading matter. A firm bind- 
ing, a good (^[uality of paper and clear type are desirable. 

Work of the First Term. 

From eighteen to twenty-five pages of the first readers in ordinary use 
ought to be thoroughly mastered by the average class in' their first term, 
together with supplementary reading in other first readers or in books 
adapted to this grade. 

Begin with words, teaching from ten to twenty before combining them to 
form sentences. Write the words plainly upon the board, and little diffi- 
culty will be experienced by the pupils in finding them upon the chart or 
in their books. A chart is indispensable, and can be easily made if none is 
at hand, or if the one provided fails to supplement the reader in use. 
Manilla paper and one of the "Sign Markers" used by business men fur- 
nish material for such a chart. 

Let the first words consist of the names of well-known objects. Allow 
pupils to associate them with other words in sentences of their own compos- 
ing. 

If tlie first word to be presented is "flag," have a flag in class, and after 
talking with the children about it, say that you will write a word upon the 
board that means flag, and that, whenever seen, will cause theni to think 
of a flag. Erase, and write again and again, each time calling upon some 
child to pronounce the word. Write columns of words in which the word 
flag occurs many times and call upon each child to point to and name it. 
Change the order of the words frequently, that no child may name the re- 



quired word from its position in the cohiinn. Tlien use the chart, and each 
member of the class will enjoy the privilege of examining its pages to dis- 
cover the word flag, which is also left written upon the board, in order that 
the correctness of the chart work may be verified by comparing the word 
found there with the one left upon the board. 

After a few words have been mastered, use them with "a," pronouncing 
it smoothly with the word following, as, "a mat," not allowing pupils to 
give it the long sound of a nor the short sound of u. Teach also, the word 
"the", in connection with other words, not allowing the e to be given the 
sound of short u, neither giving it its long sound, except before a word 
beginning with a vowel or vowel sound. The words now learned should 
be those found in the first pages of the reader. 

Give particular attention to distinctness of enunciation. InsiM upon a 
clear, distinct utterance of each word. Be persistent in efforts to overcome 
wrong habits of speech. Ascertain whether pupils have difficulty in see- 
ing the blackboard or chart, or in hearing the teacher's voice, and so ar- 
range the seating as to give such pupils every possible advantage in the 
way of seeing and hearing. Appai\Mit slowness or (hillness may sometimes 
be traced to one or both of these causes. 

Wlienever necessary, use the names of the letters. They will readily be 
learned by this incidental mention. Write the letters of the alphabet in 
their proper order at the top of the blackboard, leaving them there for 
reference. 

Drill Exercises in the Recognition of Words. 
I. Blackboard Exercise. 

1. Write words upon the board, calling upon members of the class to 
name them. At the very first, have but one word upon the board at a 
time, that the mental impression may be clear and distinct. . Work briskly 
in order to hold attention. 

2. Write words in columns, calling upon members of the class to pro- 
nounce as fast as written. 

3. Write words in columns and call upon the various members of the class 
to point to and name the word designated by the teacher, as often as it oc- 
curs, other pupils noting omissions and making corrections when neces- 
sary. Vary by asking one pupil to point to some word and call upon an- 
other pupil to name it and find the same word elsewhere in the column, 
the class to decide upon the correctness of the work. The teacher will find 
other ways of varying this drill. 

4. Write words in columns and call upon the different pupils to name the 
words, one beginning at the top and naming downward, another pronounc- 
ing from the bottom of the list upward. Frequently change the order of 



the words or write new column.s, to prevent memorizing. Draw a vertical 
line at each side of the colnmn, forming a ladder of words, which children 
are directed to ascend or descend wit Imnt falling off. Tliis device is very 
pleasing to children. 

5. Write words promiscnously npon the board and call for certain wor-ds 
or for the names of all the W(jrds. Vary as suggested in paragraph 3, or 
speak of certain words as hidden among these scattered words and direct 
pupils to find them. 

Note. When, from a similaritj' of some of its parts, one word is mis- 
taken for another, as "bat" for "liat", write both words upon the board, 
one above the other, and call upon the child making the mistake to com- 
pare the words letter by letter. 

II. Chart Exercise. 

1. ^^'rite a word upon the board and call upon a pupil to pronounce and 
find it up(jn the chart as many times as it occurs, in both script and print. 
Allow the pupils to point to and name the word as soon as discovered. 
Hold the other pupils responsible for omissions and for correction of errors. 

2. Let one pupil point to and name a word and another find one like it, 
pronouncing as he points it out. 

3. Call npon one i)upil to point to all the words he recognizes upon one 
page of the chart, or npon a part of a page, then call upon a second pupil 
for another page or part of a page, aad so on. 

4. Turn the pages of the chart and allow any xnipil to point to and name 
any word he recognizes. 

In finding words upon the chart, train children to some systematic order, 
such as examining the lines from right to left, beginning with the first 
line. 

Call most fre(iuently upon the slow and timid pui)ils, but defraud none 
of a due share of attention. 

III. Exercise witli Books. 

1. Write a word upon the board, call foi' tiie pronunciation, then direct 
pupils to find it as many times as it occurs upon the page or portion of the 
page indicated. When the pupils think they have done so, call upon them 
in this manner. "How many times did Anna find the word?" Anna 
says, "Thre'j times." Several do not agree with Anna. The teacher then 
calls upon Mary, who says she has found it four times. Perhaps John has 
found it some other number of times. The teacher does not decide who is 
right, but directs the pupils to look again, till the correct number is found 
by all. This insures careful and independent work. If some child insists 
npon having found the word a greater nund^er of times than it really occurs, 
ask him to point them out for you, when it will be found that some word 



6 

similar in form has been mistaken for the correct one. This gives an op- 
portnnity for comparing the two and impressing the correct form. 

2. Beginning with the first hne, pronounce the words from right to left. 
This supposes the previous preparation of all words in the portion thus 
pronounced. 

Note. As no thought is obtained by pronouncing the words of a sentence 
or paragraph in tlieir reverse order, it is obviously incorrect to call this ex- 
ercise "readhiy backward.''^ 

Sentences. 

When a snllicient number of words are so tliDroughly mastered that the 
children recognize them without hesitation, form short, easy sentences, 
such as, "See the flag." "I have a ball." Begin by writing the word 
"See," have it pronounced, then add the words "the flag," and have the 
words "See the flag," read smoothly together. It is better to obtain cor- 
rect expression in some other way than by imitation. Question the child- 
ren, and if that fails, speak a sentence similar in form to show what yon 
mean by the correct expression of thought. 

When a sentence has been read by one child, erase and write a new sen- 
tence foi- the next child called up(m. A succession of fresh sentences holds 
attention and avoids a parrot-like repetition of words without thought. 
Freshness and novelty arouse interest and hold attention. 

Read, also, from the chart, using it as freely as the blackboard, in prepa- 
ration for the reading-book. Teach children to read script and print with 
equal facility. When this is accomplished, decrease the amount of Ijoard 
work, using the chart freely in connection with their books. Finally, as 
the children gain facility in the use of their readers, gradually abandon the 
chart for reading purposes, using it only in drill work. 

Reading from Books. 

When the words of several pages oi the primer or reader have been pre- 
pared as directed in the chart and blackboard exercises and in the special 
exercises and drill in the primer or first reader, the children are ready to 
read from their books. If this work of preparation has been carefully and 
thoroughly done, the children will be able to read without difficulty the 
short and simple sentences found in the first pages. After the first few 
pages, introduce another set of books, having a vocaljulary as nearly as 
possible like that of the reader in regular use. This additional reading 
matter should be placed in the hands of the children only when needed for 
supplementary work, that it may not lose its interest and freshness. The 
repeated recognition of familiar words in new relations is of the greatest 
benefit to young readers. "Silent reading is an exercise which promotes 
intelligent thinking and intelligible reading. Specially prepared sentences 
are used for this purpose. These the child is required to read to himself 
and translate the thought into action. For example, the first sentence 



reads, "The flag is on the chair." The pupils are directed to read it silent- 
ly, then one of their number is called upon to "make it true," which he 
does by taking a flag, provided for the purpose, and placing it upon a chair, 
the other pupils watching to see that he carries the thought into action cor- 
rectly. This exercise is one of the commendable features of the Riverside 
Primer and Reader. 

Before attempting the reading of a lesson, be sure that all the words are 
so thoroughly prepared that both form and meaning are entirely familiar, 
in which case, the words, as words, no longer claim attention and the mind 
is free to grasp the thought expressed. The nervous tension apparent in 
high-pitched, unnatural tones and hesitating, monotonous reading, or, 
moa^ properly, pronouncing words merely, with no idea of thought relation, 
is the inevitable result of a lack of preparation. Time and energy are 
wasted and reading becomes a painful task rather than the pleasant and 
pi'oiitable exercise it should be made. Children enjoy work when they are 
conscious of making a distinct gain in knowlege and skill. 

As soon as practicable, do the work of preparing and of leading at sepa- 
rate periods. AVhen this division can be profitably made, observe the fol- 
lowing order: 

1. Review and test of previous work or of that portion of it dirvctly re- 
lated to the work in hand. This may be accomplished by means of the 
blackboard and the chart. Write a word, erase quickly and call upon a 
child to pronounce the word, holding the other members of the class re- 
sponsible for the correctness of the work. Continue with other words. 
Make this a lively exercise, and not only will the review be accomplished, 
but there will be a concentration of attention and an arousing of interest 
which will be of material advantage in the work immediately following 
this preliminary drill. 

2. A phonic drill, to be conducted in a sprightly and interesting manner. 
The nature of this drill will depend upon what has already been accomplished. 
There may be an exercise with vowel sounds only, or with a combination 
of consonant and vowel sounds, as, a, ba, ma, etc. If a new word is to be 
presented, make the phonic drill a direct aid. Suppose the new word to 
be learned is "came," and it is desired to teach it by making use of the 
sounds already familiar. Let the phonic drill include the long sound of ai 
both singly and in combination with the hard sound of c. Keep the W(jrk 
moving bi'iskly enough to hold attention and do not prolong the drill 
beyond two or three nunutes. 

3. Presentation of new words. 

Many words may be profitnljly presented simply as words, or in connec- 
tion with sentences. For such words as air, where, bird, this is the sim- 
plest and easiest way. If the word to be learned is the name of an object, 
it may be treated in a manner similar to that directed for the word flag. 
Or, write a sentence, of which the new woi'd is to form a part, but omit the 



8 

word, so constructing the sentence that the desired word will be the one 
most naturally suggested as appropriate to supply the omission. 

Whenever possible, make use of phonics in presenting new words. Take, 
for example, the word "came." First give a, then c hard with a, then add 
the m and e, calling for the sounds and combinations in the order pre- 
sented, till the child discovers the name of the word. That the e is silent 
is indicated by drawing an oblique line through it. Give necessary drill 
by first using the word in a sentence to illustrate its meaning, or otherwise 
defining it, then finding it in a paragraph or upon a page as many times as it 
occurs; then, as soon as children can write, by sending them, either separate- 
ly, or by twos and threes, or all together, to the board to write it, verifying by 
comparing their word with the word as written by the teacher. It is desirable 
that the children should do independent work, therefore the teacher writes 
the correct form after the word is written by them. If mistakes are made, 
direct all to erase, then to look at the word again and write it once more. 
Give individual help in forming the letters and in the correction of mis- 
takes, till the correct form is impressed. This takes time, but a word 
thoroughly mastered is seldom forgotten, while the discipline gained aids 
in the mastery of other words. Continued drill of this kind enables pupils 
to obtain the correct form of a word at a single brief glance. As a further 
test, have the lesson pronounced from right to left, beginning with the first 
line. When this can be done readily, the preparation is complete. 

The order of procedure in preparing reading, after the first few weeks, is, 
therefore: 

1. Rapid recognition of words at sight from the chart, with the use of 
the blackboard also, if necessary. 

2. Phonic drill. 

.'). Presentation of new words. 

4. Drill upon the new words according to directions already given. 

In reading, the order is as follows: 

1. Rajjid recognition of words at sight, as in pivparing reatling. 

2. Phonic drill. 

3. Reading at sight, from Ijooks. 

Supplementary Reading for the First Term. 

Prepare all new words the same as for the regular reader, with one ex- 
ception. No writing need be done by the children, but the form and 
meaning should be made perfectly familiar before the reading is attempted. 

As the thorough preparation of a lesson requires more time than the 
reading, devote the intervening time to supplementary reading. By this 
means, a pleasing variety is afforded, the interest is stimulated and the 
vocabulary enlarged, in addition to the greater freedom gained in the use 
of the words already at command. It will be advantageous to use the first 



few pages of several first readers, rriiiiary readi-rs differ so little in 
vocabidary, that several can be read in little more than the time nsually 
given to one. ]\hike the work bright and interesting. Train the pupils 
to attack ditliculties cheerfully and courageously, and give ediinncndation 
in the same cheerful and hearty spirit. 



Work of the Second Term. 
Preparing Reading. 

During the first half of the second teryi, proceed as dii'ccted in the last 
quarter of the first term, varying as the advancement of the class may de- 
mand. Require more written work and do less with the chart. The 
children should now be able to write the new words from dictation with 
but little assistance, and should be able to recall readily all words given in 
review. 

As early, at least, as the latter half of the second term, require the oral 
spelling of all words given in the blackboard review and test. To conduct 
this exercise, write a woi'd upon the board, erase quickly and call upon a 
child to spell, pronouncing syllables, and naming the mark of accent at the 
proper place, pronouncing the wtird (tfter and not before spelling. Children 
are very soon able to observe, with great quickness and accuracy, all the 
letters in a word, in their proper order, even when an unfamiliar word is 
thus presented. Hold the eraser in the hand not employed in writing, and 
pass it quickly across the word as soon as the last stroke is made, at the 
same instant pronouncing the name of the child who is to spell. For the 
convenience of the teacher, the words may be written upon a slip of paper 
just wide enough to place upon the back of the eraser in use. Hold the 
entire class responsible for the work of each one of its members. Two or 
three minutes given to a rapid exercise of this kind arouses interest and 
concentrates the attention upon the work in hand, of which the teacher 
should not fail to take advantage. Follow with a brightly conducted phon- 
ic drill of about two minutes. Let these two exercises precede both the 
presentation of new words in the period devoted to the preparation of the 
reading lesson, and the opening of books in the reading period. In con- 
nection with the drill work, and in addition to the combinations suggested, 
teach children to recognize and pronounce syllables, as a whole. Teach, 
for example, that ing is to be recognized as "ing," t y as "ty," (short 
sound of y, ) n e s s as "ness," etc. This provides a means of self-help. In 
many cases, a familiar word, syllable or combination may be found within 
the new word presented. For instance, the word "in" is found in spin, 
the syllable "ing" in bring, the coud)ination "ight" in bright. Practice 
gives facility in the construct ion of words, and, in the case of exceptions. 



in changing the sound of the vowel in the word, syllable or combination 
recognized. In this grade, the new words, as far as possible, should be 
presented with phonic aid, or by referring to type words. The word "air" 
may be given as a type word for that sound of a, to be referred to whenever 
a word containing that sound is presented. Her, there, sir, fur, etc., may 
be similarly used. Mark the type words diacritically. As soon as the new 
word is known, have it used in a sentence or explained in the children's 
own language, which is better if it is a suitable word to be so explained. 
Children would be able to give their own ideas of a boat, lake, toy, etc., 
while such a word as "there," used to begin a sentence, could not be so ex- 
plained. Next have the words found in their books, as directed in the first 
paragraph under "Exercise with Books," in the work of the first term. Now 
dictate the word, the entire class writing it upon the board. When suffi- 
cient time has been given in which to write the word, the teacher spells it, 
pronouncing syllables and mentioning the mark of accent, if not a mono- 
syllable, the children following the spelling, comparing it with their own 
and noting mistakes. In case of incorrect spelling, the word is erased and 
again written by all. Follow with a review word, erase, pronounce the 
new word again, then return to seats for further work. When all new 
words have been learned, pronounce from right to left as directed in pre- 
vious work. It will be seen that the order of work is the same as in the 
first term, second quarter. 

The number of pages that can be covered in the first year depends upon 
the iirimer or reader in use. Many could be finished, wliik' others, con- 
taining work adapted to the second year, require a longer time. 

Reading. 

( 1. Spelling at sight, as in preparing work. 
Order of work. < 2. Phonic exercise. 
(:!. Reading at sight. 

The first two exercises should be given briskly and sliould not occupy 
more than five minutes. While reading, insist that the children stand 
erect and hold the book correctly, using the right hand to steady it if 
necessary. While a child is reading, allow no interruptions from other 
members of the class. It is better to hold the class responsible for a de- 
cision upon intelligent expression of thought, than to have thenr so occu- 
pied in remembering some omission or mispronunciation as to be unable to 
give further attention to the subject of the lesson. The important thing 
for those listening is to be able to judge whether the reader gives sucli clear 
and intelligent expression to the thought obtained from the selection, that 
they are able to follow him without difficulty, or whether the reverse is 
true. Such reading is to be commended, though small mistakes occur. But 
if it is evident that the child is gaining no thought, he should not be allow- 
ed to proceed until the ditficulties in the way are discovered and removed. 
To allow mistakes to pass uncorrected, would encourage carelessness. So 



11 

when a child has finished reading, write any mispronounced words npon 
the board and call upon him to correct his mistakes. In cas;i of omissions, 
direct him to re-read the sentence or paragraph containing them. At the 
close of the selection, either give eacli child tlie opportunity of reproducing 
some part of it in. his own language, or call upon one to reproduce, while 
others listen, and supply, at the close, any omitted portions. Encourage 
thoughtful attention by allowing an expression of ideas or opinions con- 
cerning characters or incidents mentioned. 

For reasons already given, take supplementary reading, rather than read 
a lesson the second time, when the selection prepared does not occupy 
the entire period tlevoted to this subject. 

Supplementary Reading 

Supplementary reading should be less difficult than tlie regular reading 
matter and should be read at sight. Make a careful selection adapted to 
the needs of the class, call attention to unfamiliar words by placing them 
upon the board, marking diacritically if necessary, and obtain the pro- 
nunciation and definition. If there are lists of words, have them pro- 
nounced by one or more, varying the order, then read at sight. 

The ability to read orally at sight is a matter of training. Granted the 
necessary vocabulary, and the habit of seeking thought and expressing it 
at a first reading maj^ be acquired. Of course the thought must be within 
the scope of the child's ability and be so expressed that he may be able to 
grasp it. Sentences are sometimes so constructed as to obscure the thought 
and call for study and discussion before their reading is attempted. The 
detection of such sentences is a part of the teacher's preparation. 

The reading matter for children should treat of such subjects or inci- 
• dents as may, in some manner, be rela.ted to their own experiences. In 
fairy tales and in Mother Goose rliymes and melodies, so fascinating to 
children, some, at least, of the characters are real to them, and phases of 
the incidents narrated touch their experiences at some point, however 
faintly, or affect them with a suggestion of something real. For tliis 
reason, some of ^Esop's fables have such an attraction for young children 
that they never tire of hearing them, while others have little or no attrac- 
tion for them. 

But whatever may be the special object in view in dealing with the experi- 
ences of children in the different iihases of developuient, whether the read- 
ing be chosen for the training of imagination, for ethical purposes, for in- 
formation, or for any distinct purpose whatever, nothing should bo allowed 
that will not tend to the cultivation of a good literary taste. And in the 
furtherance of this aim of creating and fostering an appetite for good 
literature, read to the children choice selections from some of our best 
authors, many of whom have written for their special delight, keeping 
ever in mind that " the end of learning to read is to read great books." 



12 

Second Year. 

Finish the second reader in regular use, with supplementary work in 
other readers or in books adapted to this grade. Proceed wath both prepar- 
ation and reading in the same general manner as in the first term, but 
throwing the pupils more and more upon their own responsibility. 

Preparation. 

1. A rapidly conducted exercise in spelling at sight from the board. 

2. Phonic drill. In the second year, the children should be trained in 
the use of all the diacritical marks, and, with the exception of those 
sounds for w^hich type words are recommended, the vowel sounds, combi- 
nations of vowel and consonant sounds and equivalents in vowel and con- 
sonant sounds. Nearly all the consonant sounds may be learned separately, 
but the sounds of b, d and g will be more correctly given by children at 
first, if taught in combination with a vowel sound. Let the consonant pre- 
cede the vowel, in the special training. When the pupils have had suf- 
ficient experience, these sounds may be uttered separately. Continue the 
drill on syllables, such as, less, ness, ty, tion, etc. 

3. Presentation of new words, with phonic aid. When the words are 
arranged in columns at the head of a lesson, direct the pupils to examine 
the columns for any unfamiliar word and make it known to the teacher, 
who writes it upon the board with its proper diacritical marks. It is then 
pronounced and defined and the search for new words continued. When 
all have been discovered, let the columns be pronounced. When the 
words are not arranged in columns, examine the lines for those not already 
familiar. 

4. Pronounce as previously directed. 

Reading. 

1. Blackboard review and test. 

2. Phonic drill. 

3. Reading at sight the lesson previously prepared, or employing the 
time in supplementary reading, or in reading to the children some ap- 
propriate and well-chosen selection. 



Third Year. 

The pupils should be ready for a third reader or one of the many excel- 
lent books adapted to the work of this grade. During the first quarter, 
prepare as directed for the preceding term. The pupils now have a good 



13 

vocabulary and should acconiplisli considerably more than in the lower 
grades. Teach them how to use the dictionary, holding them responsible 
for the pronunciation and definition of one or two words daily, the required 
words to be taken from the lesson then in preparation, and written upon 
the board to be copied by the class. After the first quarter, as soon as 
pupils can use the dictionary to advantage, work in synonyms may be 
substituted for the exercise in spelling at sight from the blackboard, but 
phonic drill should not be entirely discontinued. Bring the dictionary be- 
fore the class, select a common word and show the pupils how to find the 
synonyms for that word, ("all for synonyms for one word each day and 
write the list upon the board as the children give them, explaning, as far 
as necessary, the shades of meaning conveyed by those words which are not 
exact synonyms. 

At this time, follow a different plan in preparing a lesson. Write the 
words upon the board in a column, each word marked diacritically, pro- 
nounced and defined, when written. The pupils copy the list into their 
spelling-blanks, then compare with the list upon the board, which may 
then be erased. Direct the pupils to look intently at the first word, then 
cover it, recall its form and verify by another quick glance. Studying the 
list once in this intent manner, ought to master it. Now send to the board 
to write, as directed for other grades, or use paper and pen or pencil. 
Dictating sentences containing the words of the daily lesson, affords a good 
test. The pupils should now be able to read at sight, without pronouncing 
as in the lower grades. 

To stimulate interest and cultivate a taste for good literature, frequently 
read to the class some storj- (jr poem, possessing literary merit and within 
the comprehension of the pupils. Give the name of the author, wdth some 
information concerning his life and works, or some interesting incident in 
connection with the story or poem read. Stories or poems upon historical 
subject such as "Paul Revere's Ride," are both interesting and instructive 
when treated as suggested. But both the selection made and its treatment 
will depend upon whether the end in view is information or culture. This 
is also true of supplementary reading matter. The choice of the regular 
readers (when the teacher is allowed a choice) expresses in a broader way, 
the thought that determines this choice. 

Continue to give attention to pitch, tone, and to the correction of such 
habits as drawling, sing-song, nasality, etc. Question for the thought, or 
discuss and explain whatever may be too difiicult for them to comprehend 
unaided, and thereby avoid the common fault of too many falling in- 
flections, generally due to an absence of intelligent thought in relation to 
some idea expressed. But say nothing to the class about infiections, neither 
call attention to punctuation, which has to do with grammatical construction. 
See that there is intelligent thinking, and intelligent expression will follow. 



14 

Exercises That May be Used in Any Grade to 
Wliich They are Adapted. 

1. Write a letter, diacritically marked, upon the board, and call for words 
containing the sound represented. 

2. Write a combination of letters, as ma, and make a list of words con- 
taining that combination, with the same vowel sound. 

3. Write a word containing five or six letters, and call for as many words 
as can be made by rearranging the letters. Thus, from the word learn, 
can be made ear, an, ran, near, etc. 

4. Write letters pnjmiscuously upon the board, and call upon a pupil to 
spell any word he chooses, by pointing out, in their proper order, the let- 
ters composing it, pupils at their seats following the spelling and pro- 
nouncing the word. 

5. Make a list of words in which the s(jund of the vowel is changed by 
the addition of silent e, thus, hop, hope, etc. 

6. Make a list of words which double the final consonant before adding 
ed or ing. 

7. Make a list of words ending in f or fe, whose plurals end in ves; e. g., 
loaf, loaves. 

The above and similar exercises may be made useful as "busy work." 
Children enjoy using boxes of letters with the fii'st four exercises named 
above. 

The books of the foUowing list may be used either for supplementary 
reading or for regular work. 

First Year. — First Term. 

Riverside Primer and Keader. — Houghton, ^Milllin and Co., New York. 
(Excellent for regular use.) 

Baldwin's First Reader.— American Book Company, New York. 

Normal First Reader. — Porter and Coates, Philadelphia. 

Stepping Stones to Literature. A First Reader. — Sarah Louise Arnold and 
Charles B. Gilbert. Silver, Burdett and Co., New York. 

The Finch Primer. (Colored illustrations) — Ginn and Co., Boston. 

Our Little Book for Little Folks. (Colored illustrations) — American Book 
Co., New York. 

The Werner Primer. (Colored illustrations.) Better adapted to the 
kindergarten primary. — The Werner School-Book Company, New York. 

The Graded Supplementary Reader.— Prof. Tweed. Lee and Shepard, 
Boston. 



15 

Second Term. 

The books named above, also 

Nature's Bj'ways.— Tlie Morse Publishing Company, New York. 

The First Year Nature Header. (Colored illustrations. )— The Werner 
School Book Company, New York. 

Nature Stories for Young Readers.— M. Florence Bass. 1). C. Heath and 
Co., Boston. 



Second Year. — First Term. 

The Eiverside Ti-imer and Reader, Nature's Byways and The First Year 
Nature Reader, contain suitable reading matter for the beginning of the 
second year. Also the following: 

Aesop's Fables. A'ol. I.— Educational Publishing Co., New York. 

Skyward and Back.— School Educational Co., Minneapolis, Minn. 

Thompson's Fairy Tale and Fable.— INIorse Publishing Company, New 
York. 

The Graded Supplementary Reader. Second Grade.— Pr'of. Tweed. Lee 
and Shepard, Boston. 

Second Term. 

Thompson's Fairy Tale and Fable. (For supplementary work. )— Morse 
Publishing Co., New York. 

Baldwin's Second Readei-. —American Book Co., New York. 

Stepping Stones to Literature. A Second Reader.— Silver, Burtlett and 
Co., New York. 

Aesop's Fables. Vol. IL— Educational Co., New York. 



Third Year. — First Term. 

Baldwin's Third Reader.— American Book Co., New York. 
Fairy Stories and Fables.— American Book Co., New York. 
Golden Book of Choice Reading— American Book Co., New York. 
The Gi'aded Supplementary Reader. Third Grade.— Prof. Tweed. Lee 
and Shepard, Boston. 

Second Term. 

Stepping Stones to Literature. A Third Reader.— Silver, Burdett and Co., 

New York. 

All The Year Round. (Four books, Spring, Summer, Autuuni, Winter.) 

Ginn and Co., Boston. 
Anderson's Fairy Tales.— Stickney. Ginn and Co., Boston. 
Stories of Colonial Children.— Ed. Publishing Co., New York. 



16 

Fourth Year. — First Term. 

Anderson's Fairy Tales, and Stories of Colonial Children, contain reading 
matter adapted to this grade. In addition, we have 

Fables and Folk Stories. — Horace Scudder. Houghton, Mifflin and Co., 
New York. 

The Cyr Third Reader. — Ginn and Co., Boston. 

Second Term. 

stories of American History. — N. S. Dodge. Lee and Shepard, Boston. 

Historical Reader. — Alma Holman. The Morse Publishing Co., New 
York. 

Baldwin's Fourth Reader. — American Book Co., New York. 

Stories of Great Americans for Little Americans. — American Book Co., 
New York. 

Stories of American Life and Adventure. — American Book Co., N. Y. 

Stepping Stones to Literature. A Fourth Reader. — Silver, Burdett and 
Co., New York. 

A First Book in American History. — Edward Eggleston. American 
Book Co., New York. 



Fifth Year. — First Term. 

Children's Stories of American Progress.— Henrietta Christian Wright. 
Charles Scribner's Sons, New York. 

Hawthorne's True Stories of New England History, and Hawthorne's 
Tanglewood Tales. — Houghton, Mifflin and Co., New York. 

Ten Boys Who Lived on the Road From Long Ago to Now. — Jane And- 
rews. Ginn and Co., Boston. 

Second Term. 

Young Folks' Robinson Crusoe. — Lee and Shepard, Boston. 

Stepping Stones to Literature. A Fifth Reader. — Silver, Burdett and Co., 
New York. 

Six Stories from the Arabian Nights. — Lee and Shepard, Boston. 

The Picturesque Geographical Reader. — Lee and Shepard, Boston. 

The Historical Series, by Jas. Johonnot, extends through four years, 
beginning with the fourth. Published by the American Book Co. 
The American History Series, in four volumes, by Mara L. Pratt, extends 
from the fourth to the sixth year. Published by the Va\. Publishing Co., 
New York. 

For more advanced grades, a few readers are enumerated: The Sixth and 
Seventh Readers of the series "Stepping Stones to Literature," Kingsley's 



17 

Water Babies, The Peasant and The Prince — Martinean, publislied by 
Ginn and Co., EngHsli Classics for School Reading, in six minibers: Fairy 
Tales, Tales of Chivalry, Tales of Scottish History, Tales of English History, 
Shakspeare's Comedies, Shakspeare's Tragedies, pnblished by Hai-per Bros., 
New York; Stories of Industry, Ed. Publishing Co. 

For reading adapted to special subjects, we have Nature Headers — Sea- 
side and Wayside, in four numbers. — D. C. Heath and Co.; Leaves from 
Nature's Story Book, in three numbers. — Ed. Publishing Co.; Animal Life. 
D. C. Heath, Boston, 

Other series and books worthy of mention, are, Historical Tales, by Mor- 
ris; Seven American Classics, by Swinton; Kingsley's Greek Heroes, by 
Tetlow; Historical Tales, by Martineau; and, for the littk' people, Long- 
man's Fairy Tale Books, in six numbers, published by Longmans, Green 
and Co., and The Young Folks Library, in five numbers, published by 
Silver, Burdett and Co., besides several juvenile magazini's very attractive 
to young people, with many other worthy books, both singly and in series. 



SPELLING. 

As correct spelling is chiefly valuable in written composition, it follows 
that written spelling should receive a greater share of attention than oral 
spelling. 

Preparation of Lesson. 

Below the fourth reader grade, the spelling should be made a direct aid tf> 
reading by taking the spelling lessons from the reader, keeping just in ad- 
vance of the reading lesson. This is profitable even in a higher grade. 
Whether the spelling lessons are taken from the reader or the speller, pre- 
pare them carefully before requiring their study by the pupils. The follow- 
ing directions are designed for the third reader grade, but will api)l3' to 
other grades. 

If the lesson is taken from the reader, write the words up^u the l)oard 
properly syllabicated, mark the accented syllable, capitalize when necessary, 
also use whatever other mark may be necessary to the correct spelling, as 
hyphen or apostrophe. Call attention to an}' peculiarity or difficult com- 
bination of letters. Have each word pronounced correctly, and, if necessary, 
defined or used in a sentence. The pupils may then copy for further study. 

If the .speller is used, pr'onounce and explain, as previously suggested. In 
the further pi'eparation, direct tlie pupil to look intently at the word, in 
order to get a correct impression, reinove the eyes from the page or cover 
the word, recall the mental picture, verify by again looking at the word, 
then write it and compare with the printed word. Studying a lesson once, 
in this thorough manner, ought to give a mastery of it. 



IS 

Spelling Exercise, Using Paper or Spelling Blanks. 

Pupils write their names neatly at the head of their papers, and number 
each word as written. Pronounce the words distinctly and naturally, not 
giving undue prominence to the syllables composing it. As a rule, pronounce 
a word but once; expect attention and allow just sufficient time for the writ- 
ing. Give no time for inattention. As soon as the last word is spelled 
promptly collect the papers or spelling blanks. Make a list of the words 
mispelled, and write them, correctly spelled, upon the board, for the pupils 
to copy in a book kept for that purpose. Do not place the incorrect form 
before them, even for the purpose of correction. Give a certain number of 
these in connection with the following lesson. It is a good plan to give a 
number of review words in connection with the advance lesson, each day. 
The length of the lesson should depend upon its difficulty. If the speller is 
adapted to the grade, and the words have been prepared by the teacher, as 
suggested, ten words, some of which would probably be familiar, would not 
be. too many. The lesson should not be so difficult as to discourage, nor 
should it be so easy as to require but little effort. Give a written test once 
each week. 

Suggestions for blackboard spelling exercises are given in the directions 
•foJ preparing reading. 

By way of variety, give an occasional exercise in oral spelling. An oral 
review, separating the class into two divisions, equal in ability, may be 
made both interesting and profitable. In oral spelling, the pupil should be 
required to pronounce the word both before and after spelling, to syllabicate 
properly, and to name capital letters, hyphen and apostrophe, when used. 

Dictation exercises, consisting of sentences containing one or moic nf the 
words of the spelling lesson, may also be given. 

OBSERVATION LESSONS. First Year. 

Teach children to be observing, to perceive quickly and accurately. Ask 
one child of a class to report at the next daily recitation, all he saw in a 
certain allotted distance, either on the way home or when coming to school. 
Or ask him to observe some particular objects, as the trees, flowers, houses, 
fences, in a certain distance; or observe one house closely, describing it as it 
appears from the street, its general form, size, color, number of windows 
and doors visible, their size and shape, with or without blinds, veranda, 
porch, any peculiarity of construction, as shape of roof, chimneys, their size 
and number, etc. Another child, who passes some shop or store window, 
describe what was seen in one window, limiting the time in each case. An- 
other will perhaps notice the birds, their songs, flight, color, wnether seek- 
ing food or feeding their young, etc. Avoid asking too much of any child 
at one time. If they have been instructed to hasten home, direct them to 
look quickly, without pausing. After some experience, direct them to try 
how much they can perceive in a single glance at a window, tree, house, etc. 



19 

As the experience is related, quietly and uuobtrusiveh' correct any inaccura- 
cies of expression. Make this exercise definite and to the point. Do 
not allow it to degenerate into mere gossip concerning people or premises, 
or into talk about themselves in connection with what is described. 

For a different exercise, ask a child to bring with liim some little obje;,t 
that attracts his attention, as a twig, blade of grass, bit of stone, a flower 
from home, etc., for examination. A small magnifying glass is a convenience 
for making closer examination. Habits of observation, (quickness of per- 
ception, a command of language and much useful knowledge may be gained 
from such lessons. 

Memory and Language Lessons. 

Read or tell a short story and require its oral reproduction, giving 
attention to the language enq)loyed. At first, stories of three or four sen- 
tences will be found long enough. After some experience, write the repro- 
duction, as given by one child, upon the board, call upon others for correc- 
tions, then read the original stoiy and compare it with the reiiroduction 
upon the board. Bright, interesting stories from juvenile books or maga- 
zines, may be used in a similar manner. 

Lessons for the Cultivation of Language and for 
Training the Imagination. 

Hold up a pictui'e containing but few details. The children examine and 
slate what they see, then decide upon a title for the story to be written upon 
the board. The pupils then compose a story, sentence by sentence, the 
teacher holding them to some regular order, not allowing them to give one 
sentence about one thing, a second about something different, etc., but mak- 
ing a smooth, connected story, giving needed assistance in forming correct 
sentences. The sentences are written upon the board as fast as given. The 
figures in the picture furnish the foundation for the story, the imaginations 
of the children supplying the details. When the story is finished, it is read 
by the teacher and the class is given the credit of its production. After 
some practice, the pictures presented may contain more details. Hold the 
children closely to clear, definite, concise language. Some children will 
need to bs encouraged to greater freedom of imagination, others will need 
restraining. Allow no statements of impossibilities. Many children need 
this training in order to check a too vivid imagination, (phantasy) and to 
train them to keep their statements within legitimate bounds. Sometimes, 
each member of the class may be given a small picture, and, after examin- 
ing it, be allowed to tell a complete story, giving the title and imagining 
some little incidents concerning what is found in the picture. 



20 

SIZE. 
FIRST YEAR. 

Relative Size. 

Apparatus. Blocks, balls, boxes, books, sticks, pencils, strings, strips of 
paper, ribbon, lines on the board, etc. The objects compared should differ 
in size, but be of the same kind. 

1. Give general idea of size — ^large, small, larger, smaller, largest, smallest. 

2. Consider size in certain directions, as, long, short, longer, shorter, 
longest, shortest; broad, narrow, oroader, narrower, etc.; thick, thin, etc.; 
deep, shallow, etc.; and any other relative terms that may be considered 
advisable. Teach long and short first. 

Teach comparative before absolute or standard length, because, in order 
to teach absolute length, it is necessary to have a knowledge of the standard 
of length — the yard, and compare the given length with the standard. Ab- 
solute length, therefore, depends upon relative length. 

SECOND YEAR. 

Stanjjard of Measure of Length. 

Before giving the term yard, teach the necessity for a standard of measure, 
by showing the need of something more definite than long and short. 



Suggestions for Lessons on the Yard as the 
Standard of Measure of Length. 

1. SI low the necessity for more definite terms than long and short. 1. 
Use these terms when sufficiently definite, as in directing pupils to select 
long strings, etc. 2. Use the terms when not sufficiently definite, as in 
asking for' a long string — as long as the one held by the teacher. After trial, 
pupils will .see that they must know "how long" the string is, or in other 
w^ords, must use it as a jiirdsurc. Now suggest sending a pupil for a riljbon 
long enough for some special use. If this suggests to them that ribbon is 
sold by the yard, have them tell what they know about it, select the yard 
measure and use itin measTU'ing. But if this isnotthe case, if they suggest tak- 
ing a string of the desired length, mention several articles of different lengths 
which are to be purchased at the same time, suggest the possibility of losing 
the measures or of forgetting which is for the ribbon, etc., and of the incon- 
venience to both purchaser and dealer. Recall their own experiences in 
visiting a store, and in seeing articles measured at home. 

Teach, in addition, that the yard is always of the same length and that 
this length is established by law. 

After the yard is taught, teach half-yard andcpiarter-yard. As tlie differ- 
ent divisions are found, build up the table; e. g., when the pupils state that 



21 

there are two half-yards in a yard, write this upon tlie board. Do the same 
for tl:e quarter-yard. Tlie tables, as iirst written, will stand : 

2 half-yards make 1 yard. 

4 quarter-yards make 1 yard. 

2 quarter-yards make 1 half-yard. 
Then change to fractional form and teach repetition marks and the abl)re- 
viation for yard. The table will then be in this form : 

I yds. = l yd. 

^ yds. =1 yd. 

I yds. =2 yd. 
Using the yard measure, divide the yard into three parts or feet. Divide 
tlie foot and get inches, by counting the divisions in a foot measure. Write 
the result of the work as follows : 

3ft. = l yd. 9in.=J yd. 

3Gin.=l yd. 12in. = l ft. 

18 in. = J, yd. 6 iu. = l ft. 

Suggestions for Drill in Drawing Lines One Yard 

in Length. 

Using the yard measure, draw a line upon the board one yard in length. 
Have the pupils look at this, then send them to the board to draw lines of 
the same length. Direct them to step back far enough to get a correct com- 
parison with the line drawn by the yard measure. Allow them to correct 
their lines, then take tlu'ir seats. Call for a decision as to the accuracy (jf 
the line drawn by each pupil, comparing each one with the line of the correct 
length, whicli still remains upon the l)oard. As the decision is made upon 
each line, veiify by measuring with the yard measure. If the line is too 
long, mark the correction as follows : 



If too short indicate it in this way : 



The short vertical line denotes the point to which the line should have been 
drawn in oider to measure one yard. 

After erasing very carefully, allow the pupils to try again. Do this for a 
number of times, then erase the measure and let them draw from memory. 
Pupils take different places at the board each time. A little practice will 
enable them to draw lines of the correct length. Give practice in drawing 
lines one-half and one-quarter of a yard in length, also one foot, one-lialf 
foot, one inch, two inches, etc. Give variety by sending several pupils to 
draw, while others judge of the accuracy of their work. 



22 

MEASURES. 

Liquid Measure. 

Pursue the same general plan as in lengtJt. Show necessity for a standard 
of measure. Present the gallon as the standard. After gallon give half gal- 
lon, then I gallon. Give term quart, divide into two parts, give term pint, 
then half pint and gill. Use water for measuring. 

Table. I gal. = l gal. 2 pts.=l qt. 

4 qts.=l gal. 4 gi. =1 pt. 

2 qts. =i gal. 

Dry Measure. 
The general plan is similar to that for liquid nieasnri'. May use salt, 
sand, bran, sawdust, oi- any other substance conveniently obtained. 
Table. | bu. = l bu. 8 qts.=l pk. 

I bu.=l bu. 4 qts,=i pk. 

4pks.=lbu. 2pts. = lqt. 

I pks.=l pk. 



WEIGHT. 

Third Year Work. 

1. Comparative Weight. 

Provide several objects or parcels of equal weight, others nearly equal, 
and a few having a marked difference in weight. Direct a pupil to hold out 
both hands, place a parcel upon each and call upon him to decide which is 
the heavier. Then change the parcel in the right hand over to the left 
hand, and again ask for a decision. Call upon more than one pupil to de- 
cide upon the comparative weight of the same parcels. When the pupils 
are able to decide quite accurately, verify by means of the balances; or, if no 
balances or small scales are at hand, use steelyards. 

2. Absolute or Standard Weioht. 

Present the pound as the standard and obtain the table : 
16 oz.=l lb. 
8oz. = ilb. 
4oz. = } lb. 
Give practical application in weighing by playing store, using toy money. 
This may be obtained from Milton Bradley Co., Springfield, Mass. Salt, 
sand, beans, peas, bits of stones, wooden cubes, marbles, etc., may be used 
to represent the various articles sold by weight. Use paper bags, or teach 
the pupils to make neat parcels. In buying and selling articles, give cur- 
rent prices. While the pupil acting as merchant is weighing the desired 
commodity, the customer selects from the box the money to be paid and 
states to the class the sum he intends to give the merchant. Hold the class 



2?, 

responsible for a decision npon tlie correctness of all the work, including 
accuracy in weighing, making payment and returning change, if more than 
the exact sum necessary for payment is given. In making change, the mer^ 
chant mentions the value of the packages, as is done in actual business 
transactions, e. g. The customer gives the merchant twenty-live cents for a 
package costing twenty cents. The merchant, in returning the change, 
hands over the package, with the change, counting the package twenty 
cents, and, adding the five cents, making the change and the value of the 
package equal the twenty-five cents given him by the customer. Continue 
the work until the pupils become quite expert in weighing and making 
change. 



OBJECTS AND QUALITIES. 

Suggestions for Lessons upon Objects and Qualities. 

The following suggestions deal with miscellaneous lessons and are of use to 
give variety to school work, to encourage habits of observation, to cultivate 
language and to increase knowledge. 

PART I. 

The object lessons given to young children should be quite simple. If the 
object is a box, give relative size, as large or small, general shape, color, ma- 
terial, parts and their names and uses, position of parts, cornere, edges, how 
the parts are put together, any peculiarities of construction, as grooves, if 
the box has a sliding cover, label and its use, etc. , and the use for which 
that particular box is designed. When one box has been described, present 
another which is different in construction, shape, color, material, or the use 
for M'hich it is designed, or all of tliese combined. Then allow pupils to 
talk about other boxes and their uses. Be watchful of the language em- 
ployetl, substituting correct expressions for whatever may be incorrect, but 
so quietly and uiKibtrusively as not to clieck the interest or enthusiasm of 
the cJiildren. 

If the design of the lesson is to get a general idea of objects belonging to a 
certain class, as, for example, lead pencils, supply each pupil with one of 
the objects under consideration, and let each examine and state what he 
finds true of the one he is examining. Give as much of the manufacture as 
pupils can understand. 

PART II. 

When pupils become older, give lessons upon qualities separately having 
before the class several objects possessing the quality to be discovered. Af- 
ter giving several lessons of this kind, give lessons upon obj(!cts containing 
these qualities, and, in addition, lead pupils to discover qualities not pre- 
viously mentioned. After considering a quality in connection with the ob- 



24 

jects before the class, require pupils to nauK' objects not present, which 
possess that quality. 

It will be noticed that particular, not general statements, are made in 
connection with these lessons on qualities. The objects possessing these 
qualities are definitely stated. The names of only a few objects are enum- 
erated, but many others should be given. It is well to have befoi'e the class, 
by way of contrast, objects not possessing the quality under consideration. 

List of QuALrriEs Upon Which Lessons may be Given, Either Separately 
OR IN Connection with Objects. 

Brittle. — Because crayon, glass, china, etc., break easily with a snap, they 

are said tf) be brittle. 
Tov(]h.— 

Porous. — Because bread, sponge, etc., are full of littk- holes, or i^ores, they 

are said to be porous. 
Fihronf<. — Because, rope, corn stalks, etc., are made of little threads or fibers, 

they are said to be fibrous. 
Liquid. — Because water, milk, etc., can be poured out in drops, and con- 
form to the shape of the vessel containing them, they are said 

to be liquid. 
Solid. — Because sand, corn, stone, etc,, cannot be poured out in drops, they 

are said to be solid. 
Crumbling. — Because bread, cake, etc., bri'ak easily into little pieces, 

(crumbs) they are said t(j be crund)ling. 
Odorons. — Because camphor, perfumery, etc., have an odor they are said to 

be odorous. 
Inodorous. — 

Frnr/rn)it. — Because roses, oranges, cinnamon, etc., have a pleasant odor, 
they are said to be fragrant. 

Acid. — Because lemon, vinegar, cream of tai'tar-, etc., have a sour taste, they 

are said to be acid. 
Flcxihlc. — IVcanse whalelxint-, etc., bend easily without breaking they are 

said to be flexible. 
Elastic. — Because rubber will liend wlien jtressed, and return to form (or 

shape) it is said to be elastic. 
Opaque. — Because milk, stone, wood, etc., cannot be seen through, they are 

said to be opaque. 
Transparent. — Because glass, water, air, etc., can be plainly seen through, 

they are said to be transparent. 
Semi-transparent . — 
Sapid. — Because bread, milk, etc., have a taste, they are said to be sapid. 



25 

Imipid. — Because water, etc., have little or no taste, they are said to be in- 
sipid. 
Pu/(tf'il>le. — Because bread, milk, etc., have a pleasant taste, they are said to 

be palatable. 
Wltolemmr. — 
Nourishing. — 

Saline. — Because salt, etc., have a salt taste, they are said to be saline. 
Combustible. — Because cloth, sponge, wood, etc., will burn, they are said to 

be combustible. 
Inflammable. — Because wood, etc., burn with a flame, they are said to be 

inflammable. 
Durable. — Because hard wood, iron, etc., will last a Icnig time, they are said 

to be durable. 
Hard. — Because wood, iron, etc., do not give or yield easily to the touch, 

they are said to be hard. 
Soft. — Because m^ooI, sponge, etc., give or yield easily to the touch, they are 

said to be soft. 
Biunjant. — Because wood, cork, etc., float upon the water, they are said to 

be buoyant. ( Also mention buoyancy of objects in air. ) 
Absorbent. — Because bread, sponge, etc., soak up or absorb water, milk, etc., 

they are said to be absorbent. 
Sparkling. — Because salt, loaf sugar, etc., shine or sparkle in little points, 

they are said to be sparkling. 
Granular. — Because salt, sugar, etc., are made up of little grains, they are 

said to be granular. 
Vegetable. — Because trees, grass, etc., grow from the ground, they are said 

to be vegetable. 
Animal. — Because leather, etc., are obtained from animals, they are said to 

be animal substances. 
Mineral. — Because iron, lead, etc., are dug from mines in the ground, they 

are said to be minerals. 
Natural. — Bcause God made trees, grass, etc., they are said to be natural. 
Artificial. — Because flowers, fruit, etc., are made by man to look like those 

made by God, they are said to be artificial. 
Useful. — Because wood, iron, etc., are of use to man, they are said to be useful. 
Adhesive. — Because gum, sealing wax, ( when heated, ) etc., stick or adhere, 

they are said to be adhesive. 
Soluble. — Because sugar, salt, etc., will dissolve in water, they are said to be 

soluble. 

Caution. — If substances not soluble in water but soluble in 
spirits are mentioned, be sure to name the .solvent. 



26 

Insohihle. — 

Cornpressihle. — Because bread, sponge, etc., can be made smaller by squeez" 

ing or pressing, they are said to be compressible. 
Incompressible. — • 
Preservative. — Because sugar, salt, saltpeter, etc., will keep or preserve meat) 

fruit, etc., tj^ey are said to be preservative. 
Aroinatic. — Because cinnamon, sassafras, etc., have a fragrant odor, and 

pleasant, spicy taste, they are said to be aromatic. 
Pungent. — Because pepper, mustard, etc., have a sharp, hot, biting taste, 

they are said to be pungent. 
Fnxitile. — Because wax, lead, etc., will melt, they are said to be fusible. 
Pulverable. — 
Ductile. — 
Pliable.— 
Reflective. — 
Permeable. — 
Imj)ermeahle. — 
Medicinal. — 
Manufactured. — 

Methods of Test and Review. 

1. Teacher name the object, pupils give all the qualities that apply. 

2. Teacher name qualities, pupils name the object possessing those 
qualities. 

3. To test for some particular quality, a. Teacher name the quality, 
pupils name the objects possessing that quality, b. Some puj)il name a 
quality, other pupils name objects possessing that quality. 

4. The teacher may have, concealed from view, some object with which 
piqjils aie familiar, but upon which no lesson has been given. The teacher 
may name the qualities possessed by that object, and the pupils decide up- 
on the object from the qualities named, e. g. The teacher has an orange 
and says, "This object is spherical, odorous, somewhat rough, sapid, juicy, 
palatable, wholesome, useful, vegetable, etc.," naming whatever other 
qualities may be necessaay to a clear conception of the object, placing color 
last, in this case. Pause slightly after each word, giving the pupils an op- 
portunity to mention whatever object is suggested by the quality named. 
Give parts also, if necessary, not naming so rapidly that the pupils will be 
unable to gain a clear concept of the object described. 

5. Composition lessons may also be given as reviews, 



27 

Suggestions for a Lesson on Bread. 

I. Qualities. 

Broad is white, soft, porous, opaque, odorous, crumbling, solid, adhesive, 
(when wet), compressible, palatable, wholesome, nourishing, fermented, 
useful, etc. etc. 

II. How qualities are discovered. 

1. By sense of sight we know bread is white, porous, opaque. 

2. By sense of smell we know bread is odorous. 

o. By sense of touch we know bread is soft, adhesive, solid. 

4. By sense of taste we know bread is palatable. 

5. By experiment we know bread is compressible, absorbent, crumbling. 

6. Froni previous knowledge we know bread is wholesome, nourishing, 
fermented, vegetable, useful. 



Suggestions for Review Lessons. 

Examination of cork and sponge. Resemblances and differences noted. 
Only a part of the work is given under each head, as this is intended to be 
suggestive only. 

I. — Resemblances. 

1. Qualities. Both are light, porous, elastic, compressible, opaque^ 
tough, natural, brown, combustible, etc. 

2. Qualities dei:)ending upon each othei'. 

a. Both are useful, because elastic, light, tough, compressible, etc., etc. 

b. Both are compressible, because porous, etc. 
Similar for other cpialities. 

II. — Differences. 

1. Qualities. 

a. Sponge is absorbent, soft, animal, etc. 

b. Cork is impervious, hard, vegetable, buoyant, etc. 

2. (iualities depending upon each other. 

a. Sponge is absorbent, because the pores are connected. 

b. Cork is impervious, because the pores are not connected. 
Similar for others. 

III.— 1. Uses. 

a. Sponge is used for washing, binding on wounds, etc., etc. 

b. Cork is used for stoppers to bottles, soles of boots, artificial limbs, 
life boats, life preservers, etc. 

2. Qualities upon which uses depend. 



28 

a. Sponge is used for washing, because soft, elastic, tough, porous, com- 
pressible, absorbent, durable, etc. 
Similar for other uses. 
Give additional statements if desirable. 

Additional Suggestions for Lessons on Manufactured 

Articles. 

1. Of what substances made? 

2. Why are these substances used? 

3. Could any other substances be used ? 

4. For what purpose made ? 

5. Wliere made ? 

As far as practical, state the process of manufacture. 



FORM. 

First and Second Years. 

Part I. — Apparatus: Box of forms. 

Get ideas of surface, then apply to a description of the solids, cube, ob- 
long (square prism), sphere, hemisphere, cylinder, cone and pyramid. 

I. — Present a solid, (the cube is good), and get an idea of surface. Apply 
to other solids. Obtain the following: 

1. The outside of this block is called its surface. 

2. A rounded surface is called a curved surface. 

3. A flat surface is called a plane surface. 

4. Parts of the surface are called faces. 

a. A flat face is called a plane face. 

b. A rounded face is called a curved face. 

5. The meeting of two faces forms an edge. 

a. The meeting of two plane faces forms a straight edge. 

b. The meeting of a plane face and a curved face forms a curved edge. 

(3. The meeting of edges forms a corner. Or, the place where edges 
meet is called a corner. 

7. The picture of an edge is called a line. 

a. The picture of a straight edge is called a straight line. 

b. The picture of a curved edge is called a curved line. 

Note. As each one of the above is obtained, apply to other objects than 
the one in hand; objects in the room, on the street, at home. 



29 

ll. — Apply the ideas and terms obtaiuocl to a description of tlie solids 
named above as follows: 

Cube. — This block has six plane faces, twelve straight edges, and eight 
corners. The faces are all of the same size. This block is 
called a cnbe. 
Oblong. — This block has six plane faces, twelve straight edges and eight 
corners. Four of the faces are longer than the other two. This 
block is called an oblong. 
Sphere. — This block has one equally curved face. This block is called a 

sphere. 
Hemispliere. — This block has one curved face, one plane face and one curved 

edge, and is called a hemisphei'e. 
Cylinder. — This block has one curved face, two plane faces and two curved 

edges, and is called a cylinder. 
Cone. — This block has one curved face, one plane face and one curved edge. 
The curved face ends in (or tapers to) a point. This block is 
called a cone. 
Pyrrtmld. — This block has four, (five, six, or whatever the number may be) 
plane faces, eight straight edges, and four corners. Four of 
the edges meet in a point. This block is called a pyramid. 
Note. As soon as any of the above descriptions are obtained, and terms 
given, apply to all the objects the children can see, and have 
them observe objects, at home or on the street, to which the 
description would apply. 
Review line, then give: 
Vertical Line. — A line drawn up and down, but neither to tlie right nor 

left, is called a vertical line. 
Hfjrizontal Line. — A line drawn to the right and left, but neither up nor 

down, is called a horizontal line. 
Oblique IJne. — A straight line that is neither vertical nor horizontal, is 

called an oblique line. 
Parallel Lines. — Lines the same distance apart all tlieir length are called 
parallel lines. Or this: Lines extending in the same direction 
and the same distance apart all their length are called parallel 
lines. The latter definition will be found the better prepara- 
tion for what follows. 

PART IL 

Fifth Year. 
First review parallel lines, then pi-oceed to angle. 
Angle. — The difference of direction of two lines is called an angle. (Thc^se 
lines would meet if extended. ) 



30 

Note. 1. The point of this lesson is difference of direction. The meeting or 
not meeting of the lines is of minor importance. If the work 
is well done, children will generally find this out for them- 
selves. 

Note. 2. Before teaching right angle, the children must be given the idea 
of perpendicular lines. Their idea of lines perpendicular to 
each other is that they form a square corner or corners at the 
point of meeting. Teach that lines so meeting, or so extend- 
ing that they would meet if continued, are perpendicular to 
each other. They are now ready for a definition of right angle. 

Rigid Angle. — The difference of direction of two lines jjerpendicular to each 
other is called a right angle. 

Acute Angle. — An angle smaller (or less) than a right angle is called an 
acute angle. 

Obtuse Angle. — An angle greater than a right angle is called an obtuse angle. 

Figure. — A picture of the face of a block is called a figure. 

Triangle. — A figure having three sides and three angles is called a triangle. 

Hight-Avgled Triangle. — A triangle having one right angle is called a riglit- 
angled triangle. 

Acute-Angled Triangle. — A triangle having three acute angles is called an 
acute-angled triangle. 

Obtuse-Angled Triaugle. — A triangle having one obtuse angle is called an 
obtuse-angled triangle. 

Note. If it seems desirable, equilateral, scalene and isosceles triangles may 
now be given, but it is generally better to leave them till the 
classification of plane figures is reached. 

Four-Sided Figures or Quadrilaterals. 

Square. — A four-sided figure having four right angles, and all the sides 

equal, is called a square. 
Ohlang. — A four-sided figure having four riglit angles, and two of the sides 

longer than the other two, is called an oblong. 
lihoiub. — A four-sided figure having two opposite acute and two opposite 

obtuse angles, and all the sides equal, is called a rhomb. 
Rhoiuhoid. — A four-sided figure having two opposite acute and two opposite 

obtuse angles, and two f)f its opposite parallel sidt's longer than 

the other two, is called a rhomboid. 
Parallelogram. — A four-sided figure having its opposite sides parallel, is 

called a parallelogiam. 
Trapezoid. — A four-sidetl figure having only two of its sides parallel, is call- 
• ed a trapezoid. 



31 

Trapezium. — A four-sided figure having none of its sides parallel is called a 
trapezium. 

NoTK. As soon as the term piirallelogrurn is given, apply it to the square, 
oblong, rhomb and rhomboid. After giving trapezoid and 
trapezium, lead the pupils to see that while all are not paral- 
lelograms, all are alike in having four sides, therefore they 
can be distinguished by one term — quadrilaterals. For con- 
venience the following form may be used : 



Four-Sided Figures 

OR 

Quadrilaterals. 




-Parallelograms. 



Pentagon. — A figure having five sides is called a pentagon. 
Hexagon. — A figure having six sides is called a hexagon. 
Heptagon. — A figure having seven sides is called a heptagon. 
Octagon. — A figure having eight sides is called an octagon. 
Nonagon. — A figure having nine sides is called a nonagon. 
Decagon. — A figure having ten sides is called a decagon. 

Now classify as polygons all the plane figures given. 



32 

Polygon. — A figure having three or more sides is called a polygon. 
The following will be I'ound a convenient form : 

Classification of Polygons. 

Note. In tlie review of triangles previons to classification, equilateral, 
scalene and isosceles triangles may be added to those already 
given, should the teacher desire to do so. 



Polygons. 



Triangles. 



Quadrilaterals 



Figures having more 
than four sides. 



f Right-Angled Triangle. 
Acute-Angled Triangle. 
Obtuse-Angk'd Triangle 
I Equilateral Triangle. 

Scalene Triangle. 
[ Isosceles Triangle. 
Square. ) 

Oblong. 
Rhomb. 
Khomboid. J 
Ti'apezoid. 
Trapezium. 

Pentagon. 
Hexagon. 
Heptagon 
Octagon. 
Nonagon. 
[ Decagon. 



Parallelograms. 



In placing the classification upon the board, have the children represent 
the figure after each name, e. g. 



square, 



oblong, 



or, the figure may be substituted for the name, as in the classification of 

quadrilaterals. 

Circle. — A surface bounded by a curved line, every point of which is equally 
distant from the center, is called a circle. 

Circamferencc. — The line which bounds a circle, is called its circumference. 

Diameter. — A straigiit line xsassing through the center of a circle and divid- 
ing it into two equal parts, is called its diameter. 
Should the teacher so desire, the term radius may be given in a similar 

manner. May also talk about ellipse. 

Much practice should be given in representing all the plane figures. 

Solids. 



Solid. — Because this block has lengtli, breadth and thickness, it is called a 
solid. Mny generalize, and say, ant/thing that has length, 
breadtli and thickness, is called a solid. 



33 

Base. — The face upon which a sohd rests is called its base. 
Have pupils see that the ends of these solids are called bases. 

Classes of Solids. 

Prism, Cylinder, Cone, Pyramid, Sphere. 
Prism. — A solid having polygons for its bases and parallelograms for its 

faces, is called a prism. . 
Note. Present different prisms, describe each, finding one has a triangle, 

another a square or an octagon, etc., for a base, and each has 

parallelagrams for faces, leading pupils to call them triangular 

prisms, square prisms, etc. 
Cijlindcr.—X solid having two circular ends which are parallel and equal, 

and a curvetl face between, is called a cylinder. 
Cone. — A solid having a ciiTular plane base and a curved face which ends 

in (or tapers to) a point, is called a cone. 
P//yfl»//(/.— A solid having a polygon for its base, and as many triangular 

faces meeting in a point as there are sides in the base, is called 

a pyramid. 

Sphere.— A solid having a curved surface, every point of which is equally 
distant from the center, is called a sphere. 



COLOR. 

J'AJrr I. — First Year. 

Apparatus. — Color Chart, colored papers, cards, cubes, splints, wools 
(zephyr) colored beads (made of wood). The papers, cubes, splints and 
beads are inexpensive and may be obtained by sending to Milton Bradley 
Co., Springfield, Mass. If a regular color chart can not be obtained, one 
can be made with a sheet of white cardboard and the colored papers. Place 
the colored papers at a little distance from each other. Arrange the 
primary, secondary and complementary colors in groups. It is not neces- 
sary to teach the terms primary and secondary, but teach the harmony of 
the primary and secondary colors, or, in the children's own language, 
"what colors look pretty together." Colored papers and squares of card- 
board with the aid of a little mucilage, will make colored cards to corres- 
pond with the chart. Have, in wools, several skeins each, of the primary 
and secondary colors. It is convenient to have a little of each color wound 
upon a piece of cardboard. 

Teach the children t(j match, distinguish and name red, yellow, blue, 
orange, violet, green, brown and gray. Begin with the coloied papers or 
cards. Distribute these, giving several to each one. Select one of the 



34 

brightest colors, red, for instance, hold it up before the class and ask each 
to select one of the same color, not iKtmiiuj tin' color. Hold the card in as 
good light as possible. If anj^ child fails to find a card like it in color, 
place the card npon the desk or table before him. The difficult}' may be 
with the difference in the light npon the cards, or, perhaps, in some defect 
of vision. After selecting all the cards of that color, have them find the 
same color npon the chart, holding the card beside that color npon 
the chart, for the decision of the class npon its correctness. Proceed with 
the remaining colors in a similar manner. Use the colored cubes for 
variety, directing the cliildren to select all the cubes of each color, placing 
each group by itself. When the pupils can match the colors readily, the 
names may be used in connection with the colors. The wooden beads con- 
sist of cubes, spheres and cylinders of the various colors and are to be 
strung npon shoe-laces. Give the direction for selecting and holding ui> a 
cube, sphere or cylinder of a certain color, then place all beads of that color 
npon the string, and so on. In using the colored splints, each child may 
select the color he prefers to use and make with them some design upon 
the table or desk before him. Many other ways of giving variety will sug- 
gest themselves. 

If there is a confusion of the colors with sonie pupil, which does not dis- 
appear w ith the experience in matching colors, arrange the wools and give 
further test. This difficulty is pin'manent with oidy a very few. 

PART IT. — Third or Fonrlh )'m/-. 

\'ery lew will be able to obtain the apparatus for performing experiments 
with rays of light, discovering and combining what scientists consider the 
tiue pi'imaries — red, green and violet. For a scientific discussion of this 
subject, see Students Text-Book of Color, by ( )gden N. Rood, published by 
I). Appleton & Co., New York. Chevreul on Color contains valuable in- 
formation on woi'k with pigments. 

Red, yellow and blue prodnce the other colors; therefore, for the purpose 
of these lessons, they will be considered priniaiy colors. Show how the 
secondaries are formed from the primaries, by mixing paints before the class. 
Teach that each color has a standai'd and that it also has tints and shades. 
(Jive the name of the standard, lightest tint and darkest shade of each. 
Teach how tints and shades art' made from the standai'd, using paints or 
colored ink. Also teach how hues are ])roduced. The apparatus for this 
work cousists of tube paints, oil, knife and white plates or earthern palette. 
Thin with oil and spread thinly and evenly. Colored inks are vSometimes 
used, in which case small glasses will be necessary. Make tints by mixing 
milk with the ink. A\'ater-colors may ;tlso be used. With pigments, use 
as standards crimson lake, chrome yellow anil prussian blue. Colors are 
classed as primary, secondary and tertiary. 

Primary colors are those which, mixed, will produce other colors, but are 
not themselves formed from other colors. 



Secondary colors arc those which are produced by mixing two primaries. 

Tertiary colors are produced by the mixture of three primaries or of a 
primary and secondary color. 

A standard of a color is the type of that color. 

A shade of a color is darker than the standard of that C(jlor. Shades are 
made by mixing black witli the standard, except in the case of yellow and 
orange, with which Ijrown nuist be used. 

A tint of a color is lighter than the standard of that color. Tints are made 
by mixing white with the standard. 

The hue is the characteristic which distinguishes one color fnjm another. 
There are three colors, one or all of which run through all tints and shades 
and either two or all three of tiiese colors must be used in all combinations 
of color. Tile couimingling of colors gives hues. T(jne is the position any 
color or hue has in a scale from white to black. AW' may say a purplish 
hue of a liglit or dark tone. 

Use the wools for selecting standards. If the color befor'e the class is red, 
ask some pupil to arrange the wools, then select all the dark red, placing it 
by itself, and put all tlie light red in another place. This leaves a red that 
is neither dark nor light, or the reddest red, which is the standard red. Ex- 
plain the use of the term M:iiuJ inl, if it is not already familiar to the pupils. 
Next select the tints and shades, pupils defining each. Produce the tints 
and shades with the paints, the pupils carefully noting each step of the 
work, and sununing up the I'esult as follows: Tints of red are made by mix- 
ing white witli the standard I'ed. Shades of red are made l)y mixing black 
with the standard red. Similar for other coloi's, except shades of yellow 
and (jrange, for which use brown. 

With the paints produce several hues, tlie pupils stating the result of each 
experiment. 

Now produce the secondaries from the primaries, the pupils stating the 
result each time, e. g. Yellow and blue make green, etc. 

Teach the use of the terms primary and secondary, and apply to their 
respective colors. 

Produce the tertaries, tlie pupils giving the result of each mi.vture, e. g. 
Green and violet make olives (Treen and orange make citrine. Violet and 
orange make russet. It is generally necessary to add a little black to make 
the tertaries. Teach the term tertiary, applying it to the proper colors. 

Diill and Test — Have the pupil select all the colors, including tints, shades 
and hues, from worsteds furnished for that purpose, also bring to the class 
such colored objects as they can procure, verifying by means of the worsteds 
or paints. Name a secondary color, p: -pilsname the primaries that pro- 
duce it; name two primary colors, pupils state the secondary they would 
produce; select a color, pupils state whether primary, secondary or tertiary, 
giving the 'reason. Use any other means of testing that may suggest itself 
at the time. 



36 



Group cf)lors under their respective standards, giving the names of sever- 
al tints and shades. 

The following niav be found useful: 



Standards. 
Red — Carmine. 
Blue — Ultramarine. 
Yellow — Chrome Yellow. 
Green — Emerald. 
Orange — Orange. 
Violet — Violet. 
Brown — Chocolate. 
Gray — Normal Gray. 



Lightest Tints. 
Flesh Color. 
Pale Blue. 
Straw Color. 
Pea-Green. 
Cream-Color. 
Mauve. 
Russet. 
Pearl Grav. 



Darkest Shades. 

Crimson. 

Indigo. 

Saffron. 

Invisible Green. 

Sorrel. 

Plum. 

Umber. 



Classification of Some of the Common Colors. 



Orange. 
Orange. 
Cream-Color. 
Sorrel. 
Buff. 
Salmon. 
Corn-Color. 



Gray. 
Normal Gray. 
Pearl Gray. 
) Steel Gray. 
Iron Gray. 
French Gray. 
Slate. 
Ash Gray. 



Harmony of Color. 

Begin with the harmony of a primary with a secondary, giving first the 
harmony of each primary with its complementary secondary. These are 
the most striking, and show most clearly the idea that all the primary 
colors must be present when there is a harmony; e. g., blue and orange 
harmonize, because orange is made of yellow and red. Also show that blue 



Red. 


Yellow. 


Blue. 


Carmine. 


Chrome YelLjw. 


Ultramarine. 


Scarlet. 


Saffron. 


Indigo. 


Vermilion. 


Sulphur. 


Prussian Blue. 


Crimson. 


Canary. 


Cobalt Blue. 


Cherry. 


Straw-Color. 


Turquoise. 


Magenta. 


Primrose. 


Azure Blue. 


Gainet. 


Lemon. 


Pale Blue. 


Rose-Color. 


Ochre. 




Pink. 


Citrine. 




Flesh-Color. 


Golden. 




dree 11. 


Violet. 


Brotvii. 


lilmerald Green. 


Violet. 


Choci ilate. 


Invisible Green. 


Purple. 


Russet. 


Pea-Green. 


Mauve. 


Dark brown (I 


Tea-Green. 


Plum. 


Chestnut. 


Sea-CJreen. 


Lilac. 


Auburn. 


Olive. 


Lavender. 


Hazel. 


Grass-Green. 


Amaranth. 


Snuff. 


Beivl. 




Tan-Color. 



a7 

and green do not harmonize, because red is wanting, etc. Next take tlie 
harmony of secondaries, with secondaries, tracing the presence of tlie three 
primary colors. After this follow harmony of tertiaries with primaries, of 
tertiaries with secondaries, and of tertiaries with tertiaries. It adds greatly 
to the interest of this part of the work, to have colored blocks, or colf)red 
papers cut into suitable shapes for patterning. Ti^angular forms and 
squares are the most suitable for this purpose. 



ETHICAL INSTRUCTION. 

"Ethical training in public schools, from the nature of the cas3, must be 
largely incidental, liut the spirit of true ethics should pervade every exer- 
cise. The school training should develop clear perceptions of right and 
wrong, love of truth and justice, cheerful obedience to law, respect for the 
rights of others, and honest desire to learn duty and to discharge it with 
fidelity." — Art of School Management. Baldivin: 

The standard of right is intellectual and may be taught like other intel- 
lectual truth, but moral tone — what is popularly meant by morals, is 
emotional, hence can not be inculated in the same way or by the same 
agency as intellectual truth. Moral activity in children is largely imitative, 
hence "morals" must be taught by example rather than by precept. 

While ethical instruction lands no place in the program, the daily occur- 
rences of the schoolroom and playground afford opportunities for the en- 
forcement of moral truths. Training children in habits of personal neat- 
ness, proper care of books and desks and the practice of little courtesies, 
tends to increase their self-respect. The example of the teacher, in this 
direction, is more powerful than all the other influences that can be 
brought to bear. The neat and attractive appearance of the school-room , 
with whatever of adornment can be obtained in the way of pictures, plants, 
flowers, etc., render the children more susceptible to moral influence. 
Pleasant surroundings tend to open the heart to good impressions. 

Whatever evils may be observed either in the schoolroom or on the play- 
ground should receive careful attention. Distinguish between intentional 
and accidental or unintentional wrong doing. The spirit of fun and frolic 
so natural to childhood should be allowed proper exercise within lawfid 
bounds; and the teacher who can sympathize with and enjoy the happi- 
ness of children in the rational exercise of this spirit, will be in a position 
to exert, a strong influence toward banishing from the playground selfish- 
ness and unkindness and promoting a spirit of harmony and good-will. 

Teach the children to be kind and helpful toward any of their companions 
who, through weakness or misfortune, are physically unable to enter into 



88 

their active sports, also to care for and protect tliose younger than them- 
selves. 

Call attention to the lives of those who are respected and honored, and im- 
press the idea that every temptation to wrong doing successfully resisted, is 
a gain toward the attainment of a true and wortiiy manhood and woman- 
hood. While appreciating every attempt to reach a higher standard, have 
patience with failures. It is not well to refer too frequently to the wrong 
doings of children, or to he continually reproving them, for whatever is kept 
constantly before the mind makes the most durable impression. When it 
becomes necessary to reprove, let it be done in such a manner as to bring 
conviction of the wrong, but let it not be in a fault-finding way. Then im- 
mediately resume the interrupted woi'k and with it the ordinary manner. 
Constant "nagging" arouses in children an almost irresistible desire to re- 
peat a wrong act or to invent new means of giving annoyance. 

Cultivate a spirit of loyalty to the school. Impress each pupil with a 
sense of personal responsil)ility for the character of the school. Its interests 
are their interests, its reputation is in their hands, for they are the school. 

Sometimes a story, bright and to the point, will aid in enforcing a moral 
truth or correcting an evil. It is not always necessary to call for or point 
out the moral of a story read or related for such a purpose. If the story is 
to the point, the moral w-ill be obvious and may safely be left to take care 
of itself. Read nothiiig to children that does not tend to elevate the moral 
tone by placing before the pupils higher standards of right. The duty of a 
teacher to the child as a whole, is to teach and train the whole child for 
the relations and responsibilities of life, in the present and in the future. 



♦. 



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